The 10 Fundamentals of Teaching Online For Faculty and Instructors - September 2016

Dr.
Tony Bates
Research Associate
Contact North | Contact Nord
September 2016
Contents
Guide 1. What is online learning? 5

Getting started in online learning? 5
Online learning: a definition 5
The continuum of online learning 5
Implications 6
Follow-up 6
Guide 2. Isn’t online learning worse than face-to-face teaching? 7

The research evidence 7
Asking the right questions 7
Quality 8
Implications 8
Follow-up 8
Guide 3. ‘Aren’t MOOCs online learning?’ 9

What are MOOCs? 9
MOOCs vs. online credit courses 9
So what’s the difference? 9
The hype 11
Why then all the fuss? 11
Implications 11
Follow-up 12
Guide 4. ‘What kinds of online learning are there?’ 13

Different approaches to online learning 13
1. Online class notes 13
2. Recorded lectures 13
3. Webinars 14
4. Instructionally-designed online courses based on a learning management system 14
5. Designs based on open education and emerging technologies 15
Implications 16
Follow-up 16
Guide 5. When should I use online learning? 18

Academic reasons 18
Curriculum requirements 18
Skills development 18
Market reasons 19
Policy/Administrative 19
The 10 Fundamentals of Teaching Online for Faculty and Instructors
Implications 19
Follow-up 20
Guide 6. How do I start? 21

Warming up 21
1. The professional strategy 21
Step 1: Contact the professionals 21
Step 2: Get your department onside 21
Step 3: Think about what kind of online course you are interested in 22
Step 4: Develop a work plan 22
2. The amateur strategy: just do it! 22
Implications 22
Follow-up 23
Guide 7. Why not just record my lectures? 24

Start with the students 24
2
The changing nature of learning in a digital age 24
Video as a teaching medium 24
Successful uses of video for lectures 25
What are the alternatives? 25
Implications 25
Follow-up 26
Guide 8. Won’t online learning be more work? 27

More work? 27
Redesign your teaching 27
Managing class size 28
Shifting from content to skills development 29
Implications 29
Follow-up 29
Guide 9. How can I do online learning well? 30

Defining quality in online learning 30
1. Decide how you want to teach 31
2. What kind of course or program? 32
3. Work in a team 32
4. Build on existing resources 32
5. Master the technology 33
6. Set appropriate learning goals 33
7. Design course structure and learning activities 34
8. Communicate, communicate, communicate 34
9. Evaluate and innovate 34
Building a strong foundation of course design 34
Follow-up 35
Guide 10. Ready to go 36

What you’ve learned 36
Additional resources 36
The end 37
3
The 10 Fundamentals of Teaching Online
for Faculty and Instructors
Last year I published an open, online textbook for instructors and faculty called ‘Teaching
in a Digital Age’. This has proved to be a great success, with over 40,000 downloads, and
translations in seven languages.
However, 40,000 is just the tip of the iceberg. Worldwide, there are hundreds of thousands of
faculty and instructors about to embark on or considering the use of online learning for the first
time. Teaching in a Digital Age is over 500 pages long and appeals mainly to instructors who have
already committed to teaching at least partly online.
I’m a great believer in the value of online learning, but only if it is done well. So I didn’t want to
do a ‘selling’ job, but rather to give faculty and instructors a realistic appraisal of what they are
getting into. So I wrote these guides, initially as a series of blog posts, because I couldn’t find
a short and succinct introduction for faculty and instructors thinking about whether or not to do
online teaching in the first place.
What these guides aim to do is to address some common myths and misconceptions about online
learning and online teaching, and in particular to help you make decisions about whether or not
to do online learning in the first place, and if so, what you need to know to do it well. Indeed, in
some places, I suggest certain conditions where you are better off not doing it.
The guides draw on my 40 years of teaching online or at a distance, but more importantly
they also draw on best practices for online learning based on research, and evaluation by
experienced online instructors themselves. Keep in mind the guides are just an introduction – for
more thorough training in online teaching, you need to take an online program or course (with
recommendations in the guides) and/or read Teaching in a Digital Age.
In the meantime, though, I hope you find these guides helpful in deciding on whether or how to
approach teaching online, and I am grateful to Contact North | Contact Nord for pulling the guides
together in this booklet and making them more widely available.
Dr. Tony Bates

Research Associate
Contact North | Contact Nord
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Guide 1. What is online learning?
Getting started in online learning?

Every day, someone new either thinks about doing an online course, or is pressured into doing
one. You may have quite a lot of prior knowledge about online learning (or think you do), or may
have no knowledge at all. The most important thing to know though is that you probably don’t
know enough about online learning, especially if you are just starting out (which defines you as
wise, according to Socrates).
I have been teaching and researching online learning for nearly 30 years (yes, online
learning started that long ago). Over that time, a great deal of research and evaluation of online
learning has been done. Although much more could be done, and not all the work has been of
high quality, nevertheless there is a great deal now known about what works and what doesn’t
in online learning. Learning by experience is often a good way to learn, but it can also lead to
frustration and, more importantly, students may suffer from the instructors’ lack of experience or
ignorance. Thus at least knowing the basics before you start can save you not only a lot of time,
but also will help you develop better courses from scratch.
I wrote a 500-page, free online open textbook on Teaching in a Digital Age, which draws
extensively on the latest research into online learning, and is meant as a guide for practitioners.
Unfortunately, though, there are very few short guides to online learning, to help you make the
decision about whether you should make the effort to do it properly.
This is the first in a series of ten how-to guides aimed at those new to online learning, particularly
but not exclusively for those in the post-secondary education sector. I am hoping these guides not
only provide some of the basic knowledge you need before starting, but also lead you to go further
by digging into the parts of Teaching in a Digital Age relevant to you at any particular time.
Online learning: a definition

There is no Académie Française or Academy of Science or Technology that provides an ‘official’
definition of online learning. It is what people say it is, so I can only give you my personal
definition, which is as follows:
Online learning is any form of learning conducted partly or wholly over the Internet.
The continuum of online learning

I deliberately chose a very broad definition of online learning, because it comes in many different
varieties (there is another guide on the different varieties of online learning). My definition means
learners use a computer, tablet or some other device for their learning, and it also means that at
some point in their studying, they have to go online – through the Internet – to access information
or communicate with an instructor or other learners.
I therefore see teaching as a continuum:
From Chapter 9.1.2, Teaching in a Digital Age

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• At one end, there is teaching with no use of technology, which therefore is NOT online
learning, but ‘pure’ face-to-face teaching. However, teaching without any technology is very
rare these days, at least in formal education.
• Then there is the use of technology as a classroom aid, which may or may not be online
learning. For instance, an instructor using a projector and PowerPoint slides is not using online
learning, but students directed to use a device such as a laptop, tablet or mobile phone to
look at a website during a classroom lesson is a form of online learning, but the classroom
remains the main means of delivery. However, this could be considered a sub-branch of online
learning, called blended learning.
• So, as with most continua, we get to a point where definitions become a little less precise,
and this is blended learning, which again can mean a number of things, but in general,
means a combination of face-to-face teaching and a significant use of online learning,
especially outside the classroom. This can take a number of forms:
– A flipped classroom is one where students do preparation online before a classroom
session (for instance watching a pre-recorded video lecture, and/or online reading); and
– Hybrid learning is one where the whole classroom experience has been re-designed to
focus on what the instructor thinks is best done online and what is best done face-to-face;
in hybrid learning students may spend 50 per cent or more of their time learning on line.
• Lastly, fully online learning, where students do not come to campus at all, but study entirely
online, which is one form of distance education.
Note though that online learning can include learning with or without an instructor physically
present, and that a computer lab where everything is already pre-loaded on the computer would
not be online learning. This form of learning is still found in some countries with poor or no
Internet access.
The important thing to remember is online learning is primarily a mode of delivery, a way of
delivering education to learners, NOT a particular method of teaching. Online learning can support
a wide range of teaching methods. For instance, lectures can be delivered in class (face-to-face) or
over the Internet, as can experiential learning, constructivist approaches and many other teaching
methods. This is a topic of later guides.
We shall also see that online learning, like face-to-face teaching, can be done well or it can be
done badly, but that too is a topic for another guide.
Implications
With the increased use of online learning, every instructor now has to ask themselves
two important questions:
1. Where on the continuum of teaching should my course be, and on what basis should I make
that decision?
2. How do I decide, in any form of blended learning, what is best done online, and what is best done
face-to-face?
Teaching in a Digital Age attempts to help you answer such questions, but in order to answer
those questions well, you need to read a lot of the book.
Follow-up
So in the meantime, if you want to know more about what online learning is, here is some
suggested further reading (no more than an hour). Just click on the link:
1. From the periphery to the centre: how technology is changing the way we teach, Chapter 1.7,
Teaching in a Digital Age.
2. The continuum of technology-based learning, Chapter 9.1, Teaching in a Digital Age.
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Guide 2. Isn’t online learning worse than
face-to-face teaching?
The short answer to this question is: no, online learning is neither inherently worse – nor better –
than face-to-face teaching; it all depends on the circumstances.
The research evidence

There have been thousands of studies comparing face-to-face teaching to teaching with a wide
range of different technologies, such as televised lectures, computer-based learning, and online
learning, or comparing face-to-face teaching with distance education.
With regard to online learning, there are several meta-studies. A meta-study combines the results
of many ‘well-conducted scientific’ studies, usually studies that use the matched comparisons
or quasi-experimental method (Means et al., 2011; Barnard et al., 2014). Nearly all such
‘well-conducted’ meta-studies find no or little significant difference in the modes of delivery,
in terms of the effect on student learning or performance. For instance, Means et al. (2011),
in a major meta-analysis of research on blended and online learning for the U.S. Department
of Education, reported:
In recent experimental and quasi-experimental studies contrasting blends of online and
face-to-face instruction with conventional face-to-face classes, blended instruction has
been more effective, providing a rationale for the effort required to design and implement
blended approaches. When used by itself, online learning appears to be as effective as
conventional classroom instruction, but not more so.
However, the ‘no significant difference’ finding is often misinterpreted. If there is no difference,
then why do online learning? I’m comfortable teaching face-to-face, so why should I change?
This is a misinterpretation of the findings, because there may indeed, within any particular study,
be large differences between conditions (face-to-face vs. online), but they cancel each other out
over a wide range of studies, or because with matched comparisons you are looking at only very
specific, strictly comparable conditions, that never exist in a real teaching context.
For instance, the ‘base’ variable chosen is nearly always the traditional classroom. In order to
make a ‘scientific’ comparison, the same learning objectives and same treatment (teaching) is
applied to the comparative condition (online learning). This means using exactly the same kind
of students, for instance, in both conditions. But what if (as is the case) online learning better
suits non-traditional students, or achieves better learning outcomes if the teaching is designed
differently to suit the context of online learning?
Asking the right questions

Indeed, it is the variables or conditions for success we should be examining, not just the
technological delivery. In other words, we should be asking a question first posed by

Wilbur Schramm as long ago as 1977:
What kinds of learning can different media best facilitate, and under what conditions?
In terms of making decisions then about mode of delivery, we should be asking, not which is the
best method overall, but:
What are the most appropriate conditions for using face-to-face, blended or fully online learning
respectively?
So what are the conditions that best suit online learning?
There are a number of possible answers:
• Learners:
– Fully online learning best suits more mature, adult, lifelong learners who already have good
independent learning skills and for work and family reasons don’t want to come on campus;
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– Blended learning, or a mix of classroom and fully online courses, best suits full-time
undergraduate students who are also working part-time to keep their debt down, and need
the flexibility to do part of their studies online; and
– ‘Dependent’ learners who lack self-discipline or who don’t know how to manage their own
learning probably do better with face-to-face teaching; however, independent learning is
a skill that can be taught, so blended learning is a safe way to gradually introduce such
students to more independent study methods.
• Learning outcomes:
– Embedding technology within the teaching may better enable the development of certain
‘21st century skills’, such as independent learning, confidence in using information
technologies within a specific subject domain, and knowledge management;
– Online learning may provide more time on task to enable more practice of skills, such as
problem-solving in math; and
– Re-design of very large lecture classes, so lectures are recorded and students come
to class for discussion and questions, making the classes more interactive and hence
improving learning outcomes.
Even this is really putting the question round the wrong way. A better question is:
What are the challenges I am facing as an instructor (or my learners are facing as students) that
could be better addressed through online learning? And what form of online learning will work best
for my students?
Quality
However, the most important condition influencing the effectiveness of both face-to-face and
online teaching is how well it is done. A badly designed and delivered face-to-face class has worse
learning outcomes than a well-designed online course – and vice versa. Ensuring quality in online
learning is the topic of future guides.
Implications
1. Don’t worry about the effectiveness of online learning. Under the right conditions, it works well.
2. Start with the challenges you face. Keep an open mind when thinking about whether online
learning might be a better solution than continuing in the same old way.
3. If you think it might be a solution for some of your problems, start thinking about the
necessary conditions for success. The next guides should help you with this.
Follow-up
Here is some suggested further reading on the effectiveness of online learning:
• More on the research into online learning: Chapter 9.2: Comparing Delivery Methods, in
Teaching in a Digital Age.
• More on what kind of students benefit most from online learning: Chapter 9.3: Which mode?
Student needs, in Teaching in a Digital Age.
• More on the relationship between 21st century skills and online learning: Chapter 1.2: The
skills needed in a digital age, and Chapter 9.4: Choosing between face-to-face and online
teaching on campus, in Teaching in a Digital Age.
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Guide 3. ‘Aren’t MOOCs online learning?’
What are MOOCs?

Just in case you don’t know what MOOCs are (massive open online courses), they are usually
courses that use video recordings of lectures from top professors from elite universities, such
as Stanford, MIT and Harvard, and computer-marked assessments, sometimes combined with
unmonitored online student discussions and peer review. MOOCs are made freely available to
anyone who wants to sign up. The main platforms for MOOCs are Coursera, edX, Udacity and
FutureLearn. There are also quite different kinds of MOOCs called connectivists MOOCs that are
more like online communities of practice.
The first MOOCs attracted over 200,000 enrolments per course, although numbers in recent
years are more in the 2,500 range. Nevertheless, it is estimated there are more than 34 million
participants worldwide registering in MOOCs each year.
Since the first ones launched in 2008, MOOCs have been rapidly evolving.
MOOCs vs. online credit courses

Given all the publicity and hype over MOOCs, you could be forgiven for thinking MOOCs are all you
need to know about online learning. However, you would be sadly mistaken.
Online learning existed as a serious part of education at least 15 years before MOOCs arrived on
the scene. The following graph shows the increase in online courses for credit up to 2012 in the
post-secondary education system in the United States, before the first MOOCs were launched:
Allen and Seaman, 2013
By 2013, at least one in three students in post-secondary education was taking at least one
online course as part of a degree program. At the moment, according to the U.S. Department
of Education, somewhere between 8-15% of all university degree course enrolments are in fully
online courses. Online course enrolments continue to grow at rate (10-20% per annum) much
faster than enrolments for on-campus courses (2-3% per annum) (Allen and Seaman, 2016).
So what’s the difference?

• MOOCs have much higher numbers of initial participants generally than online credit courses;
MOOCs can have anywhere between 2,000 to 200,000 participants who sign up, whereas
online courses for credit can have anywhere between 20 to 2,000 registered enrolments.
Fully online courses for credit usually though have 100 enrolments per course or less;
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• MOOCs, with very few exceptions, do not provide credits towards degrees, although a
certificate may be issued (for a price) for those that complete computer-based assessments.
However, even the institutions offering MOOCs do not accept successful completion of their
courses towards credit in their own institution;
• MOOCs have very low completion rates (less than 10%, usually closer to 5%) whereas
fully online courses for credit often have completion rates as high or just below those for
equivalent face-to-face courses. For instance, in Ontario in 2011, completion rates for all
fully online courses for credit in the Ontario public post-secondary system were within 5%
of completion rates for face-to-face classes in universities, and within 10% for two year
colleges; in other words, roughly 80% or more of students in fully online courses for credit
successfully complete;
• MOOCs provide almost no personal learning support for learners from qualified instructors,
whereas most successful fully online courses for credit have a strong instructor online
presence; and
• MOOCs generally charge no fee to participate (although a fee may be charged for a certificate
of completion); fully online courses for credit normally charge the same fee as, or slightly
higher than, those for campus-based programs or courses.
In other words, MOOCs are just one, more recent, form of online learning. They are more
like continuing education programs, except they are free. Think of them as a modern form of
educational television.
MOOC participation rates Image: Phil Hill, 2013
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The hype
Much has been made about MOOCs disrupting the higher education system (Christensen, 2010),
being a solution to educational problems in developing countries (Friedman, 2013), and being
a threat to the existence of universities. Leslie Wilson of the European University Association
commented that MOOCs forced vice chancellors to focus on teaching and learning (which I find a
somewhat sad comment: why weren’t they focusing on that before MOOCs came along)?
However, after all the initial publicity, MOOCs settled down into an important but relatively small
niche in post-secondary education, a form of continuing education that still struggles to find a
successful business model that works for the universities that supply MOOCs.
Why then all the fuss?

Good question! There is a combination of factors that resulted in the publicity and hype.
One of the most important is the development of MOOCs was largely driven by faculty (and mainly
computer-science faculty) from highly prestigious, elite universities such as Stanford, MIT and
Harvard. This resulted in a bandwagon effect of follow my leader from other universities. Whatever
the faults or weaknesses of MOOCs, these elite universities made online learning highly visible,
whereas before, although online courses for credit were slowly gaining ground, online learning was
still seen as peripheral and slightly disreputable.
MOOCs also coincided with a time when states in the United States were making big cuts in
higher education budgets due to the 2008-2009 recession, leading to lack of tax revenues; many
saw MOOCs as an alternative to high cost, campus-based universities. Over time, this argument
has become less convincing, partly due to the lack of recognition for credit of successful MOOC
completion, and partly due to the difficulties of developing the high level of skills needed outside
the purely quantitative subject areas with so little learner support.
Implications
• Most faculty need, at least in the short-term, to focus on online courses, blended or fully
online, for credit, not MOOCs. These for credit online courses need different approaches in
terms of course design and learner support from MOOCs, if high completion rates are to be
achieved and high level learning skills are to be developed in students;
• For some ‘star’ faculty in subject areas where the university is particularly or uniquely strong,
MOOCs still are an attractive proposition, boosting both the star faculty member’s reach and
reputation, and the brand of the university;
• MOOC design will evolve, probably converging towards the designs used for successful
for-credit online courses, but this will likely increase costs; at the same time, the design of
for-credit courses may also benefit from some of the lessons in ‘scaling’ from successful
MOOCs; and
• There are many other forms of online learning besides MOOCs, and within online courses for
credit, there are many different approaches; it is important to be aware of the strengths and
weaknesses of each of these variations in online learning, so the appropriate choices can be
made. This is the topic of the next guide.
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Follow-up
If you want to know more about MOOCs, and their strengths and weaknesses, here is some
suggested further homework (if you read/watch it all, possibly 2 hours of reading/watching):
• Downes, S. (2012) Massively Open Online Courses are here to stay, Stephen’s Web,
July 20.
• TED Talks: Daphne Koller: What we’re learning from online education.
• From Teaching in a Digital Age:
– 5.1 Brief history
– 5.2 What is a MOOC?
– 5.3 Variations in MOOC designs
– 5.4 Strengths and weaknesses of MOOCs
– 5.5 Political, social and economic drivers of MOOCs
– 5.6 Why MOOCs are only part of the answer
• Coughlan, S. (2106) Top Universities to Offer Full Degrees Online in Five Years‘ BBC News,
July 6.
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Guide 4. ‘What kinds of online learning are there?’
In the third guide, I pointed out MOOCs were just one of the many different types of online
learning. In this guide, I provide more detail about the various approaches to online learning, and
also provide a personal evaluation of each approach in terms of quality. This guide is a little longer
than normal, as there are not only many approaches to online learning, but the field is also rapidly
changing and developing.
Different approaches to online learning

In the first guide, ‘What is online learning’? I pointed out there is a continuum of teaching, from
no use of online learning through blended learning, to fully online (or distance) learning. However,
even within these categories, there are different possible approaches:
1. Online class notes

Approach
Students access PowerPoint slides and PDFs from a class website which may be a part of an
institution’s learning management system (see below) or it may be just a website created by the
instructor or made available by the institution. Usually, the same slides or notes given to students
taking an on-campus class are put up on the website for online students, often on a weekly basis.
Online students access the relevant documents, and take the same assessments or exams as
on-campus students, either remotely, in the form of computer-marked assignments, or on campus.
If online students have questions, they can usually e-mail the instructor. Students usually work
individually, although if a learning management system is available, there may be voluntary online
discussion between students through the LMS’s discussion forum or social media.
Evaluation
This method is often used by novice online instructors. It requires, on the surface, little extra work
for the instructor, once the materials are loaded.
The main problem is such an approach is not adapted to the needs of online learners, who usually
need more support than this model provides. The PowerPoint slides or PDFs do not allow for
student interaction with the learning materials (unless they are rewritten to do this). If there is a
problem with the materials, in terms of the content not being clear, every student is likely to have
the same difficulty. Instructors in this model therefore often find they are overwhelmed with e-mail.
If there are no activities (other than reading) scheduled for every week, students tend to get
behind. Coming on-campus to do assignments or exams is also a problem for students who chose
the online option because they have difficulty in getting to campus on a scheduled basis. Students
in such courses often feel isolated and unsupported, and therefore such courses usually have
much higher non-completion rates. And in the end, instructors find this approach ends up being a
lot more work than they anticipated.
2. Recorded lectures
Approach
The increased availability of technology such as lecture capture, which records classroom
lectures on digital video and stores them for later downloading over the Internet, and desktop
cameras, resulted in many instructors offering online courses built around recorded lectures.
The lectures are usually the same as those for on-campus classes. Many MOOCs, as well as
courses for credit, use recorded lectures as the main form of delivery.
Evaluation
This approach is again convenient for instructors, especially if they are giving a face-to-face lecture
anyway, and have technical help in recording and storing the lectures. However, this approach
suffers from many of the same problems as the class notes method above. There is additional
problem if the recording is of a normal 50-minute lecture - students often suffer from what is
known as cognitive overload. Although students viewing a recorded lecture have the opportunity
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to stop and re-play material, this can mean a 50-minute lecture may take up several hours for
an online student. MOOC designers, and TED talk designers, realized this and often they limit a
single video to 10-20 minutes in length. Nevertheless, this does not work so well in a full credit
program with maybe 39 lectures over a 13-week semester. Providing transcripts of the lectures
is not only time consuming and adds costs, but again increases the cognitive load for students.
Lastly, there is considerable research that questions the value of lectures as a teaching method.
3. Webinars
Approach
These are ‘live’ sessions usually consisting of a lecture delivered over the Internet, supported
by PowerPoint slides with opportunities for live online chat for the participants. Webinars can
be recorded and made available for online access at another time. Again, ‘good’ webinars tend
to be broken up into smaller 5-10 segments of presentation followed by either online voice or
more commonly (for group management reasons) text comments and questions contributed by
participants to which the lecturer responds.
Evaluation
Webinars come closer to mirroring a live face-to-face class than either class notes or recorded
lectures, and need relatively little adaptation or change for instructors. While webinars tend to be
more interactive than recorded lectures, again it is difficult to cover a whole curriculum through
webinars alone. Also participants need to be available at a set time, which restricts the flexibility
or availability for online students, although the availability of the recording can offset that to some
extent. Webinars using a lecture format also suffer from the same pedagogical limitations for
online students as recorded lectures.
4. Instructionally-designed online courses based on a learning management system

These are probably the most common form of online courses for credit and more importantly, they
proved themselves with high completion rates and quality learning.
Approach
A whole science of instructional design has developed since the 1940s based on pedagogical
theory, research on how students learn, the appropriate use of technology, and the evaluation of
learning outcomes, and this approach has been applied systematically to the design of fully online
and increasingly blended courses. Usually an instructor works with a professional instructional
designer to re-design a classroom course or even a new course for use by online, distance
learners. The instructor is asked to define desired learning objectives, or learning outcomes, the
content is chosen to support the development of such objectives, and organized into ‘blocks’ of
study (weekly or more) so the whole curriculum can be covered over the semester. Assessment is
linked to the desired learning objectives.

Sometimes objectives are determined through an analysis of the assessment requirements for
equivalent face-to-face classes, if these are not already formally defined. Decisions are made
about which media (text, audio, video, computing) to use in terms of their appropriateness for
meeting the defined learning objectives. Particular attention is paid to providing regular student
activities, and managing student and instructor workload. Online learning management systems
are often used to provide a structure for the course, opportunities for instructor-monitored student
discussion, and online assessment tools.
Evaluation
This approach is used very successfully with the design of fully online courses, usually leading
to high completion rates and good quality learning outcomes. In some cases, it has also been
successfully applied to blended courses. It is from this approach that many of the best practices
in online learning were identified. It means working in a team, often consisting of a senior faculty
member, and for large classes, sessional or contract instructors and/or teaching assistants,
an instructional designer, and other technical support staff, such as web designers, that can
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be called upon as necessary. However, this approach appears initially to be more costly for an
institution, and more work for an instructor. It can take up to two years to design and develop a
large, fully online course, although courses for small classes (less than 40) can be designed in a
much shorter period. However, if the program or course attracts new students, tuition and other
revenues can offset many of the additional costs, for instance, paying for release time for faculty
to work on course design and development.
This is an interactive infographic. To see more detail on each of the five stages, click on the graphic. © Flexible Learning Australia, 2014
5. Designs based on open education and emerging technologies

Approach
This is a bit of a ragbag category for a small but growing number of online course designs seeking
to fully exploit specific characteristics of new media and open educational approaches. These
might include:
• ‘Connectivist moocs’ that focus on the contributions of all participants in an extended
online network;
• Courses built around social media tools such as blogs, wikis, and e-portfolios;
• Approaches that exploit open educational resources, such as open textbooks and content
freely available over the Internet; and
• Courses built around emerging technologies, such as virtual worlds, gaming, and
augmented reality.
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Common features of such courses are increased activity and choices for learners, more diversity
in course designs, and ‘agile’ or quick design and development. In such courses, students are
often encouraged to seek, analyze, evaluate and apply content to real world issues or contexts,
rather than the instructor being primarily responsible for content choice and delivery.
Evaluation
The main rationale for such courses is as follows:
• They are more appropriate for developing the skills and knowledge learners need in a
digital age;
• They are more active and engaging for learners, resulting in deeper learning;
• They make better use of new technologies by exploiting their unique teaching potential;
• These approaches usually result in quicker and relatively low-cost course development and
delivery compared with the instructional design approach; and
• They are transforming teaching into a more modern, relevant methodology that better suits
today’s learners.
However, such approaches require highly confident and effective instructors with experience
in using new technology for teaching, combined with the team approach described earlier.
Above all, instructors need to have a good grasp of both pedagogy and technology, as well as
subject expertise. Direct instructional design and technology support is also essential. Most
of these approaches are so new that there is relatively little research on their effectiveness.
They are therefore a high-risk activity for an instructor, especially those with little experience of
online teaching.
This is a very abbreviated description of fast-developing, constantly changing approaches to online
learning. You are especially encouraged to do the follow-up reading below.
Implications
1. It is generally a mistake to merely transport your classroom teaching to an online environment.
Online students work in different contexts and have different needs to students in face-to-face
classes. Online courses need to be redesigned to accommodate the unique requirements of
online learners.
2. There is a strong body of knowledge about how to design online courses well. You ignore this at
your peril. Consequences of ignoring best practices may include poor learning results, a much
heavier workload than anticipated, and dissatisfied students and superiors.
3. It is best to work in a team. Instructional designers have knowledge about teaching online that
most instructors lack. While you are always in control of content selection, assessment and
overall teaching approach, instructional designers need to be listened to as equals.
4. New technologies have the promise of radically changing teaching, making it more relevant,
more engaging for students, and more exciting and challenging for an instructor.
Follow-up
This is a very simplified account of the different kinds of online learning. For a more extensive
coverage, see:
• Chapter 4, Methods of teaching using an online focus, in Teaching in a Digital Age.
For more on the effectiveness of lectures, see:

• Chapter 3.3, Transmissive Lectures: Learning by Listening, in Teaching in a Digital Age.
• Chapter 3.4, Interactive Lectures, Seminars and Tutorials: Learning by Talking, in Teaching in
a Digital Age.
16
For more on cognitive load and online learning design, see:
• Van Merriënboer, J. and Ayres, P. (2005) Research on Cognitive Load Theory and Its Design
Implications for E-Learning Educational Technology Research and Development, Vol. 53, No.3.
For more on instructional design, see:

• Chapter 4.3, The ADDIE model, in ‘Teaching in a Digital Age’.
For more on designs based on open education and emerging technologies see:
• Scenario F and ‘Agile’ design: flexible designs for learning in Teaching in a Digital Age.
• Chapter 10, Trends in Open Education, in Teaching in a Digital Age.
For more on emerging technologies in online learning see:

• Veletsianos, G. (ed.) 2010 Emerging Technologies in Distance Education Edmonton AB: The
Athabasca University Press.
17
Guide 5. When should I use online learning?
This question ‘When should I use online learning?’ is difficult to answer in a short guide
because there are many possible reasons, and as always in education, the answers are
absolutely dependent on the specific context in which you are working, but the reasons can be
classified under three main headings: academic, market, and policy/administrative.
Academic reasons
These boil down to relevancy and the changing nature of knowledge in a digital age.
Curriculum requirements
Technology is affecting the content of curriculum in nearly all subject disciplines. It is increasingly
difficult to think of an academic area not undergoing profound changes as a result of information
and communications technologies (ICTs).
For instance, any business program now needs to look at the impact of social media and the
Internet on marketing and on the delivery of goods. How are ICTs going to change financial
investments and advising? In science and engineering, to what extent is animation, simulations
or the use of virtual reality enabling a better understanding of three-dimensional phenomena,
equations or formulae? In humanities and fine arts, to what extent are ICTs changing the way we
express ourselves? How do we ensure our students are digitally literate and responsible? How do
we prepare our students for a world controlled by massive technology companies who track our
every movement and expression?
It is difficult to think how these issues can be addressed without students themselves going
online to study such issues.
Skills development
Also, the skills our students need to develop in a digital age are often best achieved through the
use of ICTs. In Chapter 1.2 of Teaching in a Digital Age, I give more detailed examples of such
skills. Many of these skills are not only best developed by, but may not even be possible without,
students spending an extensive period studying online.
However, I want to focus on two ‘core’ 21st century skills: independent learning and knowledge
management.
In a knowledge-based society, students need to go on learning throughout life and outside the
formal academic curriculum. Jobs are constantly changing as the knowledge base changes, and
even our social lives are increasingly dominated by technological change. Independent learning
– or self-learning – is a skill that itself can be taught. Online learning in particular requires self-
discipline and independent learning, because the instructor is often not physically ‘there’. Thus
gradually introducing learners to online learning can help build their independent learning skills.
Perhaps the overarching ‘21st century skill’ though is knowledge management: how to find,
analyse, evaluate, apply and communicate knowledge, especially when much of this knowledge
is Internet-based or located, and constantly undergoing change. Students then need many
opportunities to practice such skills, and online learning often provides a means by which this can
be done in a cost-effective manner.
Whether we like it or not, an understanding and management of the use of ICTs is becoming
critical in almost any subject area. Students need to go online to study such phenomena, and
to practice core 21st century skills. To do this, students need to spend much more time than at
present studying online. Again, though, we need to ensure the balance between online and face-to-
face time is also properly managed.
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Market reasons
Not only is knowledge undergoing rapid change, so are demographics. In most economically
advanced societies, the population is aging. Over time, this means fewer younger students
coming straight from high school, and more lifelong learners, perhaps already with post-secondary
qualifications, but wanting to upgrade or move to a new profession or job and hence needing new
knowledge and skills.
Also, with mass education, our students are increasingly diverse, in culture, languages and prior
knowledge. One size of teaching does not fit all. We need ways then to individualize our programs.
In particular, there are many pedagogical problems with very large lecture classes. They do not
meet the needs of an increasingly diverse student population. Online learning is one way to allow
students to work at different speeds, and to individualize the learning with online options enabling
some choice in topics or level of study.
The changing population base offers opportunities as well as challenges. For instance, your
area of research may be too specialized to offer a whole program or course within your current
catchment area, but by going online you can attract enough students nationally or globally to make
the effort worthwhile. These are new students bringing in extra tuition revenues that can cover
the full costs of an online masters degree, for instance. At the same time, online learning enables
critically important areas of academic development to reach a wider audience, helping create new
labour markets and expand new areas of research.
Policy/Administrative
We all know the situation where a president or vice chancellor has gone to a conference and
comes back ‘converted’. Suddenly, the whole ship is expected to make an abrupt right turn and
head off in a new direction. Unfortunately, online learning often leads to enthusiastic converts.
MOOCs are a classic example of how a few elite universities suddenly got the attention of
university and college leaders, who all charged off in the same direction.
Nevertheless, there can also be good policy reasons for institutional leadership wanting to move
more to blended or flexible learning, for instance. One is to improve the quality of teaching and
learning (breaking up large lecture classes is one example); another reason is to expand the reach
of the university or college beyond its traditional base, for demographic and economic reasons;
a third is to provide more flexibility for full-time students who are often working up to 15 hours a
week to pay for their studies.
These policy shifts provide an excellent opportunity then to meet some of the academic rationales
mentioned earlier. It is much easier to move into online learning if there is institutional support
for this. This often includes extra money for release time for faculty to develop online courses,
extra support in the way of instructional and media design, and even better chances of promotion
or tenure.
Implications
1. It can be seen that while market and policy reasons may be forcing you towards online
learning, there are also excellent and valid academic reasons for moving in this direction.
2. However, the extent to which online learning is a solution depends very much on the particular
context in which it is used. It is essential you carefully think through where it best fits within
your own teaching context: blended learning for undergraduate students; masters programs for
working professionals; skills development for applied learning; or all of these?
3. Online learning is not going to go away. It will play a larger role in teaching in even the most
campus-based institutions. Most of all, your students can benefit immensely from online
learning, but only if it is done well.
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Follow-up
Chapter 1, Fundamental Change in Education, of Teaching in a Digital Age, is basically a broader
rationale for the use of online learning.
Chapters 3 and 4 look at ways to individualize learning; see in particular:
• 4.4 Online collaborative learning
• 4.5 Competency-based learning
• 4.7 Agile design
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Guide 6. How do I start?
Warming up
By reading these 10 guides, you have already started. It shows you have an interest. However,
you should see these 10 guides more as a warm-up than the real game. Warm-ups are valuable.
They save you getting hurt when you start playing, but they are not the real thing. So here are at
least two quite different strategies for getting started into the real ‘game’ of teaching online.
1. The professional strategy

I outlined these as a series of steps, but some of these can be taken concurrently; they are more
in order of importance than in sequence.
Step 1: Contact the professionals

There should be a group of people in your institution who specialize in supporting online learning.
There may be a unit in your faculty or department, or a central unit, with a title similar to ‘Centre
for Teaching and Learning’ or ‘Centre for Learning Technologies.’ However, the people with the real
expertise are often found in continuing studies or extension departments, under such names as
the “Centre for Distance Learning” or the “Centre for Digital Learning”.
This is because historically, such units were responsible for the design, development or delivery of
distance learning, but as a result they were often the first adopters of online learning. They often
work with faculties in helping develop for-credit online courses as well as non-credit courses.
Be careful, though. Some faculty development offices are staffed entirely by people who are
experts in face-to-face teaching, but have no experience or may even be hostile to online learning
– so make sure they do have the expertise. If not, some other steps are suggested below.
Similarly, some IT support groups may have expertise in online learning, but others may do no
more than provide training in the use of a learning management system or lecture capture system.
You need more assistance than that, although learning how to use the technology is important.
The reasons for contacting the professionals are obvious but still worth stating. First, they may
have access to money to provide release time for you to spend the necessary time to develop
your first online course. Second, they should have instructional designers who can walk you
through all the necessary steps to ensure a high quality online course. Third, these professional
departments should also have technical support staff who can help with the use of specific online
tools, such as a learning management system, video recording, wikis and blogs, and web design.
When you first approach them, tell them of your interest. The first meeting needs to be an open,
exploratory discussion between you and someone from the support unit. Keep an open mind.
Listen to what they suggest and what they can offer, and whether this fits with your interests
and needs. Reading these 10 guides and dipping into Teaching in a Digital Age is very good
preparation for this initial meeting.
Step 2: Get your department onside

Talk to your department head about what you are thinking of doing, and find out if there are
colleagues in the department who are already doing online learning in some form or other. It is
much easier for you to get help and encouragement if the academic department already has a
strategy or plan for online or flexible learning. Indeed, academic departments should be thinking
about online learning at a program level. How much online learning should there be at each level
as students progress through a degree program? Where would your course fit in this plan?
Unfortunately, academic departments often don’t have such a plan or strategy. But once you
start moving into online learning, you should have a voice in initiating or shaping such a plan.
The earlier you make contact with your department head and colleagues and let them know of
your intentions, the better.
21
Step 3: Think about what kind of online course you are interested in
In the first and fourth guides, I describe a number of different types of online courses, from
blended, to hybrid to fully online, using recorded lectures (not recommended) or an instructional
design approach (highly recommended). Also think carefully about the needs of your students
as well as the pedagogical reasons for going online. What type of online learning best suits your
students? Teaching in a Digital Age is particularly useful in helping you make these kinds of
decisions (see Follow-Up below).
However, in your context, whatever I may personally recommend, what makes the most sense
to you in your context? For instance, if you are unfortunate enough to be in an institution where
instructional design support is not available to you, then recorded lectures may be a better option.
Also, NOT doing online learning, because the support is just not there, should also be an option.
Better not to do it than to do it badly. But make sure you have explored all the possibilities before
coming to this decision, and let your head of department know why you are making this decision.
Step 4: Develop a work plan

All teaching, face-to-face or online, needs careful thought and preparation, but moving into
teaching online for the first time is particularly demanding. Depending on whether there is already
a curriculum and learning materials in place or not, it can take up to nine months of preparation
before an online course opens. If the course is to have a substantial amount of online work for
students, then they need to know well in advance before enrolling. Students also need to be
prepared for online learning (covered later guides).
This is where having instructional design support becomes particularly valuable. A good
instructional designer will walk you through the process and guide you on what and when you need
to prepare. But even if (or especially if) you don’t have instructional design support, a flexible but
detailed plan of what you need to do is essential. And give yourself plenty of time to get all the
ducks in line.
2. The amateur strategy: just do it!

Your institution may not be able to provide you with any support or all this might seem too much or
unnecessary or you just want to get on with it, in which case, just go ahead. However, this should
be a fall-back position out of necessity, not a first choice.
If you do decide to go it alone, I do strongly recommend you read Teaching in a Digital Age before
starting, so you have some idea about what the possibilities are and some of the dangers. In
particular, read Chapter 11, ‘Ensuring quality teaching in a digital age’, which includes nine
steps to quality teaching, and Appendix 1, Building an Effective Learning Environment. This is
not enough, of course, but better than doing nothing in the way of preparation.
Implications
1. Teaching online is a professional activity with a strong knowledge base. It is not something to
be done lightly or without proper preparation.
2. In most cases, there should be professional help available. Seek it out and listen to what they
have to say. If there is none in your institution, perhaps it’s better not to go down this route.
3. Your online teaching strategy should really be part of a wider strategy for teaching and learning
within your academic department. Your first online course should fit within this strategy; if
there is no strategy or plan for online learning, get involved in creating one.
22
Follow-up
Hard to know where to begin here, other than read through Teaching in a Digital Age. In
particular, read:
• All the guides in this 10 Fundamentals of Teaching Online for Faculty and Instructors;
• For deciding on what type of online course to offer, read Chapter 4, Methods of teaching with
an online focus and Chapter 9, Modes of Delivery;
• With respect to why you need to go to professionals for support, and for getting your academic
department onside, read Chapter 12, Supporting teachers and instructors in a digital age;
and
• For ensuring quality in your online teaching, see Chapter 11, ‘Ensuring quality teaching in a
digital age’ and Appendix 1, Building an Effective Learning Environment.
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Guide 7. Why not just record my lectures?
I gave a short answer to ‘Why not just record my lectures?’ in the fourth guide, but it deserves a
fuller answer. It is natural that faculty and instructors want to use an approach to teaching that is
not only familiar and comfortable, but has been used for hundreds of years, so has passed the
test of time. However, there are several reasons why recorded classroom lectures are not a good
idea for online learning, at least not as the main form of delivering online courses.
Start with the students

When designing online courses, you need to start by thinking about the context of the online
learner. An online learner is usually studying in an isolated situation, without other students or the
instructor physically present. There are many ways to overcome the isolation of the online learner
(dealt with in later guides), but giving them recordings of 50-minute classroom presentations is
not one of them.
In a classroom context, there are many interactive cues or contexts – such as the response of
other students, the look on students’ faces – that result in slight but important adjustments on
the instructor’s part, and which help maintain student concentration and interest. Even if a live
class was present at the time of the recording, these cues are usually lacking when students are
studying a recorded video at home, in the library, or on the bus.
There is also research evidence that suggests for every hour of presentation, online students
need to spend between two to three hours of additional time going over the recording, stopping
and starting, to ensure they fully understand. This is a good benefit of recording compared to even
a live lecture, but it also increases the student workload, especially if there is other work to be
done, such as readings, assignments, and practical work. Managing student workload is a key
factor in ensuring high completion rates for online students.
Lastly, even when recorded lectures are strongly integrated with other activities, such as
subsequent classroom discussions or assignments, students often skimp on the video
preparation, either skimming the video or not watching it at all. The more isolated the student, the
more likely this is to happen.
The changing nature of learning in a digital age

One of the main reasons for moving to online learning is to help develop the knowledge and
skills needed in a knowledge-based society, and particularly in a digital age. These new forms
of knowledge – such as Internet-based sources and rapidly changing content – and in particular
the skills required to master these forms of knowledge, such as knowledge management,
independent learning and use of digital media – are not handled well through lectures. In
particular, the lecturer is doing the knowledge management, the modelling and the organization of
content, not the students.

In other words, lectures require a more passive approach from the learner which is not suitable
for isolated learners who need to be active and engaged in their learning, as much for motivational
reasons as for developing the knowledge and skills needed. The same could also be true
for classroom-based students, incidentally. Indeed, one of the principle reasons for moving to
online teaching is to move away from the limitations of lecture-based classes, and to exploit the
benefits of online study.
Video as a teaching medium

Asking ‘Why can’t I move my lectures online?’ is really the wrong question. It assumes that what
I’m doing in the classroom works equally well on video for online students. The right question
though should be: ‘What is the best use of video for students studying online?’
In media terms, a recorded lecture is mainly a talking head, with, if students are lucky, textual
illustration (e.g. PowerPoint slides). There has been a great deal of research on the best mix of
24
voice, images, and text in video for teaching (see, for instance Mayer, 2009). To incorporate
the factors that make the use of video effective for learning, the type of lecture usually
delivered in a classroom would need to be considerably re-designed to make it more effective
for remote learners.
In addition, there are many other, more creative and relevant ways than lectures for using video
for teaching, such as demonstrations of equipment, experiments or processes, animation, and
examples drawn from the real world to illustrate abstract concepts.
Successful uses of video for lectures

It could be argued that MOOCs, the Khan Academy, and TED talks are all examples of the
successful use of lectures on video. However, they are not the typical classroom lecture delivered
three times a week over a 13-week semester.
I have heard instructors say their MOOC lectures are much better than their classroom lectures,
because they put more time into the presentation. MOOC developers learned to adapt the
50-minute lecture to better fit the online format, with shorter, 10-15-minute videos, and shorter
courses. This is fine for non-credit programming but does not fit the Carnegie-based 13-week
semester model for credit programs. Costs for producing successful MOOC lectures run
over $100,000 a lecture, production costs that are not sustainable for moving large numbers of
classroom lectures online.
Sal Khan is an inspired lecturer who uses voice over combined with on-screen digital notes. His
technique is not the same as recording a classroom lecture with whiteboard notes. For a start,
the audio and screen quality is much higher, but it is also the technique of constructing teaching
in appropriate chunks of recorded time that requires considerable thought and preparation. This is
not to say classroom lecturers could not do this, but it would require once again redesigning the
classroom lecture.
Lastly, TED talks require a great deal of preparation and rehearsal, and again are much shorter
than the typical classroom lecture.
So, yes, recorded video can work online, but it needs to be designed specifically to suit the mode
of delivery. There are also other ways to design online learning that do not necessarily require so
much work, and other uses of video for teaching that are more appropriate.
What are the alternatives?

Too many to list them all here, but one is to use an online learning management system, such as
Blackboard, Moodle or D2L. These provide a weekly structure for ‘lessons’, organize content in
the form of text or online readings, provide a forum for discussion on course topics, provide
regular online activities and assignments, and could include links to short videos. Indeed,
a short introductory video to a topic by the instructor is often a good idea, providing a personal
link between you and your students.
I discuss other possible online learning environments in later guides.
Implications
1. A talking head delivering 50-minute lectures is, in general, not a good way to teach
online learners.
2. It is better in the long run to sit down with an instructional designer and build a course from
scratch that is appropriate for an online learning environment, rather than try to force your
classroom teaching online.
3. Video is a good medium to use for online learning, but only if it exploits its unique
pedagogical benefits.
25
4. Talking heads are therefore useful only in particular contexts, and not as a way to deliver a
whole program or course online.
5. Developing quality video for online learning requires a professional approach involving lecturer,
instructional designer and a multimedia or video producer.
Follow-up
For a critique of the limitations of classroom lectures based on research by Donald Bligh, see
Chapter 3.3 Transmissive lectures: learning by listening in Teaching in a Digital Age.
For a good summary of best design principles for developing video/multimedia for learning, based
on research on the learning effectiveness of video, see the University of British Columbia’s Design
Principles for Multimedia.
For a discussion of the pedagogical potential of video, see Chapter 7.4.2, Presentational features
in Teaching in a Digital Age
If you want to follow up on the research and theory on which this guide is based see:
• Bligh, D. (2000) What’s the Use of Lectures? San Francisco: Jossey-Bass.
• Mayer, R. E. (2009). Multimedia Learning (2nd ed). New York: Cambridge University Press.
• McKeachie, W. and Svinicki, M. (2006) McKeachie’s Teaching Tips: Strategies, Research and
Theory for College and University Teachers Boston/New York: Houghton Mifflin.
26
Guide 8. Won’t online learning be more work?
More work?
The short answer is, yes, of course, at least in the short term. This is because online teaching
is the same as any other skill. When you first start, you have to learn a lot, and do things you
haven’t done before. For instance, as I discussed in earlier guides, you have to think carefully
about why you are using online learning, talk to colleagues and work with other professionals
such as instructional and web designers, master the technology, such as video recording or a
learning management system, and basically rethink and redesign your teaching. This takes time,
and your first online course will undoubtedly be more work and more challenging than your most
recent face-to-face course.
However, in the long run, there is no reason why online teaching should be more work than face-to-
face teaching, all other things being equal which, of course, they never are in teaching. As always,
there are important conditions to be met, if you don’t want to be swamped with extra work. So
let’s look at what these conditions are.
Redesign your teaching

In a previous guide, I warned against trying to move your face-to-face teaching online, by just
recording lectures. Although this may seem to be a time saver when developing an online course,
it can cause a lot more work down the line. There are always some students who don’t understand
parts of a lecture and if something isn’t clear, all students may have the same problem. When
this happens, watch the e-mails or phone calls or even Tweets roll in from students – or watch the
course completion rate take a dive.
The answer is to use what is called ‘learning design’ or course design: setting clear learning
outcomes or objectives for the course, breaking down the learning into manageable chunks of
time for the students, providing appropriate learning activities for online learners, for instance,
online discussion forums, and ensuring assessment and feedback is continuous throughout the
course, all the time thinking of the context in which the online learner is working. The trick is to
move much of the work of finding, analyzing and applying content, and development of skills such
as independent thinking, critical thinking, and problem solving, from you to the students, but
under your guidance.
For most instructors, this means spending a good deal of time preparing the course in advance
of its actual delivery. This means having the weekly modules that students study ready well in
advance of the opening of the course. Although there will always be the need for minor changes to
content in subsequent years, the bulk of the design and development of the course is done in the
first year of its offering.
Most instructors in fact find a time shift when they move to online teaching. The more time you
put into the development of the course in the first year, the less time you find yourself spending
on content during the delivery of the course, because it is already there. Multiply this over several
offerings of the course and the time shift can lead to either significant time savings for you,
or, more likely, spending your time better in working directly, if online, with students, such as
monitoring and contributing to online discussion of the course content.
For this reason, many institutions now offer funding to enable you to ‘buy yourself out’ of a face-
to-face class for one or two semesters in order to prepare your first online course. Once you have
some experience in this more traditional form of online learning, you can move to more ‘agile’
designs later, but that is another matter altogether. The first time out, you and your students need
a clear structure and framework for the course.
Also, it is at this stage of course development that working with other professionals such as an
instructional designer and web designer is most valuable. They should be able to provide the
necessary advice and above all a framework and timetable for your work in designing the course.
27
Managing class size
I mentioned earlier that online teaching should not be more work, all things being equal. However,
sometimes the aim is to use online learning in order to handle large classes or take extra
students. These pressures may be coming from the administration rather than from you – or
alternatively you may be concerned about the quality of the teaching of large face-to-face classes
when many are delivered not by you but by teaching assistants who have barely more content
knowledge than those they are teaching and who in particular may not have good lecturing skills.
The general rule for the most appropriate numbers for an individual instructor to teach online is
pretty much the same as for face-to-face teaching. Once the instructor: student ratio goes over
1:30, it becomes harder to individualize the teaching and the instructor’s work load increases,
unless the course is focused mainly on quantitative or ‘objective’ outcomes that can be
automatically assessed, through, for instance, computer marked assignments. It is generally the
marking that leads to overload when classes get beyond 30 per instructor.
However, because with online learning the content is available at any time and any place for
students, there is some scope for scaling up the teaching to handle larger numbers. In particular,
if the teaching content on the course is well developed by a top quality professor or instructor,
all students receive the same quality of content instruction. This means that learner support and
student assessment (marking) can then be supported by contract sessional instructors as class
size increases.
The availability of funding for hiring additional sessional instructors depends on the business
model behind the online program. If you are merely moving students from an existing face-to-face
course to an online course, then there is no extra money from tuition fees. However, if the online
program is attracting new students paying additional tuition fees, then the extra funding can be
used to hire more sessional instructors.
In many North American universities, the tuition fee once an online course is developed more than
covers the cost of additional sessional instructors, even with ‘steps’ of 30 students (i.e. for every
additional 30 students you hire another sessional). Much of this of course depends on faculty
agreements, but from your point of view, redesign of a large face-to-face course by moving it online
can not only improve the quality but also enable you to manage your own workload better.
What I would advise against is the use of graduate students as teaching assistants for online
courses. The redesign of online courses requires instructors who can go beyond the ‘recorded’
content of an online course and can push students in online discussion groups, for instance,
to challenge ideas and go deeper than just the formal online content. This requires sessional
instructors with a good understanding of content and good inter-personal teaching skills to handle
the extra students as class size increases.
In summary then, managing your workload as online class size increases requires
several conditions:
• ‘Core’ content of high quality that does not need to be changed a lot from year to year;
• Learning/course design that provides a strong structure for students so it is clear what they
need to do when studying;
• Professional instructional design and web/media design support; and
• Flexibility to hire additional, well-qualified sessional instructors as class size increases.
In the end, this may mean moving to a team approach to teaching large online classes. In some
cases, the senior instructor’s responsibility may not involve direct teaching at all, but being
responsible for the curriculum/content, setting learning outcomes, designing assessments, and
supervising the learning support and assignment marking provided by sessional instructors.
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Shifting from content to skills development
What online learning can do is enable you, as an instructor or teacher, to move away from ‘sage-
on-the-stage’, where you are responsible for choosing and delivering content, and assessing how
well students comprehended this content, to ‘guide-on-the-side’, where students find, analyze and
apply content, and develop higher level skills through practice, often working with other students
online, through discussion or project work, but always under your guidance, or under the guidance
of a team of sessional instructors you monitor.
Implications
1. Such changes inevitably mean more work, and more challenges, initially, in moving to online
learning, but the benefits in both the quality of what your students learn, and the quality of
your own engagement with students, can be substantial.
2. There are also strategies for managing your workload when teaching online, so over time you
can better balance your teaching, research and administrative responsibilities.
3. But online learning is not something to be undertaken lightly. You need to do it professionally,
or it is both more work and very frustrating.
Follow-up
For more on the design of online courses, see:
• Chapter 4, Methods of Teaching Online, in Teaching in a Digital Age.
29
Guide 9. How can I do online learning well?
Defining quality in online learning

OK, now you’ve looked at most of the pros and cons of online learning, you’re now ready to start.
But you want to make sure if you are going to do online learning, you are going to do it well. What
does that entail?
First, let me define what I mean by ‘doing online learning well.’ I define a high quality online course
in the following way:
Teaching methods that successfully help learners develop the knowledge and skills they will
require in a digital age.
Now of course that could equally define a high quality face-to-face or classroom course. Chickering
and Gamson (1987), based on an analysis of 50 years of research into best practices in teaching,
argue that good practice in undergraduate education:
1. Encourages contact between students and faculty.
2. Develops reciprocity and cooperation among students.
3. Encourages active learning.
4. Gives prompt feedback.
5. Emphasizes time on task.
6. Communicates high expectations.
7. Respects diverse talents and ways of learning.
These guidelines apply just as well to online learning as to face-to-face teaching. At the end of the
day, the best guarantees of quality in teaching and learning fit for a digital age are:
• Well-qualified subject experts also well trained in both teaching methods and the use of
technology for teaching;
• Highly qualified and professional learning technology support staff;
• Adequate resources, including appropriate teacher/student ratios;
• Appropriate methods of working (teamwork, project management); and
• Systematic evaluation leading to continuous improvement.
However, because online learning was new and hence open to concern about its quality,
there were many guidelines, best practices and quality assurance criteria created and applied
specifically to online programming. All these guidelines and procedures were derived from the
experience of previously successful online programs, best practices in teaching and learning, and
research and evaluation of online teaching and learning. A comprehensive list of online quality
assurance standards, organizations and research on online learning can be found here.
I’m not going to duplicate these. Instead, I’m going to suggest a series of practical steps towards
implementing such standards. Chapter 11 of Teaching in a Digital Age sets out nine steps to
quality online learning. Ideally, you should read the whole of this chapter before starting out on
your first online course, but in this guide I provide a brief summary of each step.
I am assuming all the standard institutional processes towards program approval for an
online course were taken, although it might be worth thinking through my nine steps outlined
below before finally submitting a proposal. This would be a good way to anticipate and address
any questions and concerns your colleagues may have about online learning. My nine-step
approach also works when considering the redesign of an existing course.
30
The nine steps are as follows:
1. Step 1: Decide how you want to teach
2. Step 2: Decide on mode of delivery
3. Step 3: Work in a Team
4. Step 4: Build on existing resources
5. Step 5: Master the technology
6. Step 6: Set appropriate learning goals
7. Step 7: Design course structure and learning activities
8. Step 8: Communicate, communicate, communicate
9. Step 9: Evaluate and innovate
I am providing below a very brief description of each step. Just click on the heading for each step
to see the full section in Teaching in a Digital Age.
1. Decide how you want to teach

Of all the nine steps, this is the most important, and, for most instructors, the most challenging,
as it may mean changing long established patterns of behaviour.
This question asks you to consider your basic teaching philosophy. What is my role as an
instructor? Do I take an objectivist view that knowledge is finite and defined, that I am an expert in
the subject matter who knows more than the students, and thus my job is to ensure that I transfer
as effectively as possible that information or knowledge to the student? Or do I see learning as
individual development where my role is to help learners to acquire the ability to question, analyse
and apply information or knowledge?
Do I see myself more as a guide or facilitator of learning for students? Or maybe you would like
to teach in the latter way, but you are faced in classroom teaching with a class of 200 students
which forces you to fall back on a more didactic form of teaching. Or maybe you would like to
combine both approaches but can’t because of the restrictions of timetables and curriculum.
Considering using new technologies or an alternative delivery method gives you an opportunity to
re-think your teaching, perhaps to be able to tackle some of the limitations of classroom teaching,
and to renew your approach to teaching. Using technology or moving part or all of your course
online opens up a range of possibilities for teaching that may not be possible in the confines of a
scheduled three credit weekly semester of lectures. It may mean not doing everything online, but
focusing the campus experience on what can only be done on campus. Alternatively, it may enable
you to totally rethink the curriculum, to exploit some of the benefits of online learning, such as
getting students to find, analyse and apply information for themselves.

Thus if you are thinking about a new course, or redesigning one you are not too happy with, take
the opportunity before you start teaching the program or course to think about how you’d really
like to be teaching, and whether this can be accommodated in a different learning environment.
The important point is to be open to doing things differently.
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2. What kind of course or program?
In an earlier guide, it was pointed out there is a continuum of online learning.
From Chapter 11.4, Teaching in a Digital Age
Where on that continuum should your course be? There are four factors or variables to take into
account when deciding what ‘mix’ of face-to-face and online learning is best for your course:
• Your preferred teaching philosophy – how you like to teach;
• The needs/backgrounds of the students (or potential students);
• The demands of the discipline; and
• The resources available to you.
You need to read Chapter 9 of Teaching in a Digital Age for help in making that decision.
3. Work in a team
Working in a team makes life a lot easier for instructors when teaching blended or online courses.
Good course design, which is the area of expertise of the instructional designer, not only enables
students to learn better but also controls faculty workload. Courses look better with good graphic
and web design and professional video production. Specialist technical help frees up instructors
to concentrate on teaching and learning.
Working in a team of course depends heavily on the institution providing such support through
a centre of teaching and learning. Nevertheless, this is an important decision that needs to be
implemented before course design begins.
4. Build on existing resources

The Internet, and in particular the World Wide Web, has an immense amount of content already
available. Much of it is freely available for educational use, under certain conditions (e.g.
acknowledgement of the source – look for the Creative Commons license usually at the end of the
web page). Top universities such as MIT, Stanford, Princeton and Yale make recordings of their
classroom lectures, etc., available while distance-teaching organizations such as the UK Open
University make all their online teaching materials available for free use. There are now many
other sites from prestigious universities offering open courseware. A Google search using ‘open
educational resources’ or’ OER’ plus the name of the topic identifies most of them.
32
But as well as open resources designated as ‘educational’, there is a great deal of ‘raw’
content on the Internet that can be invaluable for teaching. The main question is whether you,
as the instructor, need to find such material, or whether it is better to get students to search,
find, select, analyze, evaluate and apply information. After all, these are key skills for a digital
age students need to have.
Most content is not unique or original. Most of the time, we are standing on the shoulders of
giants, that is, organizing and managing knowledge already discovered. Only in the areas where
you have unique, original research that is not yet published, or where you have your own ‘spin’ on
content, is it really necessary to create ‘content’ from scratch.
Chapter 10, Trends in Open Education, in Teaching in a Digital Age is essential further reading
on how to make full use of already existing resources.
5. Master the technology

Taking the time to be properly trained in how to use standard learning technologies saves you a
good deal of time in the long run and enables you to achieve a much wider range of educational
goals than you would otherwise imagine. There are many different possible technologies, such
as learning management systems or video recording. It is not necessary to use all or any of
these tools, but if you do decide to use them, you need to know not only how to operate such
technologies well, but also their pedagogical strengths and weaknesses.
There are really two distinct but strongly related components of using technology:
• How the technology works; and
• What it should be used for.
These are tools built to assist you, so you have to be clear as to what you are trying to achieve
with the tools. This is an instructional or pedagogical issue. Thus if you want to find ways
to engage students, or to give them practice in developing skills, such as solving quadratic
equations, learn what the strengths or weaknesses are of the various technologies for doing this.
6. Set appropriate learning goals

An instructor (particularly a contract instructor or adjunct) may ‘inherit’ a course where the goals
are already set, either by a previous instructor or by the academic department. Nevertheless,
there remain many contexts where teachers and instructors have a degree of control over the
goals of a particular program or course. In particular, a new program or course – such as an
online masters program aimed at working professionals – offers an opportunity to reconsider
desired learning outcomes and goals. Especially where curriculum is framed mainly in terms of
content to be covered rather than by skills to be developed, there may still be room for manoeuvre
in setting learning goals that also include, for instance, intellectual skills development.
What this is likely to mean in terms of course design is using the Internet increasingly as a major
resource for learning, giving students more responsibility for finding and evaluating information
themselves, and instructors providing criteria and guidelines for finding, evaluating, analyzing
and applying information within a specific knowledge domain. This requires a critical approach to
online searches, online data, news or knowledge generation in specific knowledge domains – in
other words, the development of critical thinking about the Internet and modern media – both their
potential and limitations within a specific subject domain.
It is pointless to introduce new learning goals or outcomes and then not assess how well students
achieved those goals. Assessment drives student behaviour. If they are not to be assessed on
the skills outlined above, they won’t make the effort to develop them. The main challenge may not
be in setting appropriate goals for online learning, but ensuring you have the tools and means to
assess whether students achieved those goals.
And even more importantly, it is necessary to communicate very clearly to students these new
learning goals and how they are assessed. This may come as a shock to many students who are
used to being fed content and then tested on their memory of it.
33
7. Design course structure and learning activities
In a strong teaching structure, students know exactly what they need to learn, what they are
supposed to do to learn this, and when and where they are supposed to do it. In a loose
structure, student activity is more open and less controlled by the teacher. The choice of teaching
structure of course has implications for the work of teachers and instructors as well as students.
‘Strong’ teaching structure is not inherently better than a ‘loose’ structure, nor inherently
associated with either face-to-face or online teaching. The choice (as so often in teaching)
depends on the specific circumstances. However, choosing the optimum or most appropriate
teaching structure is critical for quality teaching and learning, and while the optimum structures
for online teaching share many common features with face-to-face teaching, in other ways they
differ considerably. Chapter 11 of Teaching in a Digital Age looks at several specific areas where
online learning requires a different approach to structure and learning activities from face-to-face
teaching. It is probably in this step that the differences between face-to-face and online learning
are greatest.
8. Communicate, communicate, communicate

There is substantial research evidence to suggest ongoing, continuing communication between
teacher/instructor and students is essential in all online learning. At the same time, it needs
to be carefully managed in order to control the teacher/instructor’s workload. Students need
to know the instructor is following the online activities of students and the instructor is actively
participating during the delivery of the course.
Chapter 11 sets out a number of strategies to ensure good communication with online students
while managing instructor workload.
9. Evaluate and innovate

The last step emphasizes the importance of both evaluating how well the online program or
course actually works, with a particular emphasis on formative or ongoing evaluation, and the
importance of looking constantly for ways to improve or add value to the course over time.
Chapter 11 suggests ways to conduct both the summative and formative evaluation of online
courses in ways that include evaluating specifically the online components.
Building a strong foundation of course design

The nine steps are based on two foundations:
• Effective strategies resulting from learning theories tested in both classroom and online
environments; and
• Experience of successfully teaching both in classrooms and online (best practices).

The approach I suggest is quite conservative, and some may wish to jump straight into what
I call second-generation online learning, based on social media such as mobile learning, blogs
and wikis, and so on. These do offer intriguing new possibilities and are worth exploring.
Nevertheless, for learning leading to qualifications, it is important to remember most
students need:
• Well-defined learning goals;
• A clear timetable of work, based on a well-structured organization of the curriculum;
• Manageable study workloads appropriate for their conditions of learning;
• Regular instructor communication and presence;
• A social environment that draws on, and contributes to, the knowledge and experience of
other students;
• A skilled teacher or instructor; and
34
• Other motivated learners to provide mutual support and encouragement.
There are many different ways these criteria can be met, with many different tools.
Follow-up
Despite the length of this guide, it is still a brief summary. You are strongly recommended to read
the following chapter in full:
• Chapter 11, Ensuring quality teaching in a digital age.
Indeed, you are now at the stage where you should be reading the whole book, and in particular the early
chapters on epistemology and teaching methods.
35
Guide 10. Ready to go
What you’ve learned

If you have read all previous nine guides in this series, you should now be aware of the following:
1. Online learning can be done well, or it can be done badly.
2. Online learning is a professional activity, with evidence-based best practices. You need to be
aware of these best practices if you want to succeed in your online teaching.
3. There are certain conditions where online learning is likely to work, and others where it will be
difficult to succeed.
4. You need then to choose the appropriate mix of online and face-to-face learning, dependent on
the context in which you are working.
5. There are many different approaches and technologies that can be used in online learning.
The best choices depend on your specific learning context but you need to be aware of the
choices.
6. Moving to online learning opens the opportunity to re-think the design of your teaching;
indeed, you need to change from a lecture-type approach to a more interactive learning
approach if you are to succeed online.
7. It is important to work with professional instructional designers and media producers if you
want a high quality online program or course.
8. The technology, and to a lesser extent, the pedagogy of online learning continues to evolve.
9. Thus although, at least in the beginning, it is important to follow best past practices, you
also need to be aware of new developments and the potential for innovation in your online
teaching.
10. Really, in the future, online learning will not be considered different or separate from
‘teaching’. It will be an integrated, normal component of all teaching. So you might as well get
to learn to use it well as soon as possible. Start now!
Additional resources
Although I hope these 10 guides help you decide to teach online, there is always more to
learn. Therefore, the following additional resources can contribute to your development as
an online instructor.
1. Read Teaching in a Digital Age. This free, online textbook is designed to help you develop the
knowledge and skills your students need in a digital age. It could be read from cover to cover,
but it’s more likely to be useful as a resource to be dipped into as and when needed. The
book covers:
– The types of knowledge and the skills students need in a digital age;
– How online learning can help develop these skills;
– Different approaches to teaching online;
– How to decide on the right mix of online and face-to-face teaching;
– How to find and use open educational resources;
– How to choose between different media;
– Nine steps to quality online learning;
– Organizational requirements for effective online learning; and
– How to create an effective online learning environment.
36
2. Take an online course on how to teach online. This not only provides you with the knowledge
and techniques you need, but also gives you the experience of what it feels like to study
online. Look for programs that allow you to take (and pay) for one course at a time, such as
UBC’s Master in Educational Technology. For a list of online programs that provide you with a
good foundation for teaching online, see: Recommended graduate programs in e-learning.
3. Follow regular online publications written in non-technical language aimed at those teaching
online, such as:
– teachonline.ca from Contact North | Contact Nord, Ontario, Canada (‘Pockets of Innovation’
is particularly useful)
– Flexible Learning, University of British Columbia, Canada (the case studies again are
interesting)
– Frontiers from WCET (the Western Co-operative for Educational Technology, USA)
– EDUCAUSE Review (USA)
– Jisc’s Online Learning Guides, U.K.
– Learning Design tool, from Australian Flexible Learning Network
– My own blog: Online Learning and Distance Education Resources contains over 2,000
posts on different issues in and resources for online learning – use the search box to
search for specific topics.
4. For a list of the main journals on research and development in online teaching, see:
E-Learning Journals, and/or the American Association of Computers in Education’s
LearnTechLib. I recommend particularly:
– IRRODL (International Review of Research on Open and Distance Learning): an open,
online journal
– British Journal of Educational Technology
– Online Learning, the online journal of the Sloan-C Online Learning Consortium, USA
5. At the risk of repeating myself, work with your local centre for teaching and learning, or centre
for learning technologies, or centre for distance education, and attend any faculty development
workshops on online learning. There is more to learn all the time.
The end
So good luck with your new adventure in teaching at least partly online.
If you have found this series useful, please pass it on to colleagues who you think may also
benefit from it.

I’d also be interested in hearing from you of your experiences as newcomers to online teaching.
37

The 10 Fundamentals of Teaching Online For Faculty and Instructors - September 2016

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Dr.

Guide 1. What is online learning? 5

Guide 2. Isn’t online learning worse than face-to-face teaching? 7

Guide 3. ‘Aren’t MOOCs online learning?’ 9

Guide 4. ‘What kinds of online learning are there?’ 13

Guide 5. When should I use online learning? 18

Guide 6. How do I start? 21

Guide 7. Why not just record my lectures? 24

Guide 8. Won’t online learning be more work? 27

Guide 9. How can I do online learning well? 30

Guide 10. Ready to go 36

Dr. Tony Bates

Getting started in online learning?

Online learning: a definition

The continuum of online learning

I therefore see teaching as a continuum:

From Chapter 9.1.2, Teaching in a Digital Age

The research evidence

Asking the right questions

technological delivery. In other words, we should be asking a question first posed by

What are MOOCs?

MOOCs vs. online credit courses

Allen and Seaman, 2013

So what’s the difference?

MOOC participation rates Image: Phil Hill, 2013

Why then all the fuss?

Different approaches to online learning

1. Online class notes

4. Instructionally-designed online courses based on a learning management system

linked to the desired learning objectives.

5. Designs based on open education and emerging technologies

For more on the effectiveness of lectures, see:

For more on instructional design, see:

For more on emerging technologies in online learning see:

1. The professional strategy

Step 1: Contact the professionals

Step 2: Get your department onside

Step 4: Develop a work plan

2. The amateur strategy: just do it!

Start with the students

The changing nature of learning in a digital age

content, not the students.

Video as a teaching medium

Successful uses of video for lectures

What are the alternatives?

Redesign your teaching

Defining quality in online learning

1. Decide how you want to teach

getting students to find, analyse and apply information for themselves.

In an earlier guide, it was pointed out there is a continuum of online learning.

From Chapter 11.4, Teaching in a Digital Age

4. Build on existing resources

5. Master the technology

6. Set appropriate learning goals

8. Communicate, communicate, communicate

9. Evaluate and innovate

Building a strong foundation of course design

• Experience of successfully teaching both in classrooms and online (best practices).

What you’ve learned

benefit from it.

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